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Sandy kress ppt vanderbilt nashville event-36352853(2)
- 1. Sandy Kress Accountability and Data April 9, 2009 Nashville, Tennessee
- 2. 2 National Average Scale Scores for Mathematics, Grade 4 180 190 200 210 220 230 240 250 1990 1992 1996 2000 2003 2005 2007 W hite Black Hispanic
- 3. 3 National Average Scale Scores for Mathematics, Grade 8 230 240 250 260 270 280 290 300 1990 1992 1996 2000 2003 2005 2007 W hite Black Hispanic
- 4. 4 National Average Scale Scores for Reading, Grade 4 180 190 200 210 220 230 240 1992 1994 1998 2000 2002 2003 2005 2007 W hite Black Hispanic
- 5. 5 National Average Scale Scores for Reading, Grade 8 230 235 240 245 250 255 260 265 270 275 1992 1994 1998 2002 2003 2005 2007 W hite Black Hispanic
- 6. 6 National Average Scale Scores for Reading, Grade 4 (White) 210 215 220 225 230 235 240 245 1992 1994 1998 2002 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 7. 7 National Average Scale Scores for Reading, Grade 4 (Black) 180 185 190 195 200 205 210 215 1992 1994 1998 2002 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 8. 8 National Average Scale Scores for Reading, Grade 8 (White) 260 265 270 275 280 1998 2002 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 9. 9 National Average Scale Scores for Reading, Grade 8 (Black) 230 235 240 245 250 255 1998 2002 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 10. 10 National Average Scale Scores for Mathematics, Grade 4 (White) 215 220 225 230 235 240 245 250 255 260 1992 1996 2000 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 11. 11 National Average Scale Scores for Mathematics, Grade 4 (Black) 180 190 200 210 220 230 1992 1996 2000 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 12. 12 National Average Scale Scores for Mathematics, Grade 8 (White) 260 265 270 275 280 285 290 295 300 305 1990 1992 1996 2000 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 13. 13 National Average Scale Scores for Mathematics, Grade 8 (Black) 230 235 240 245 250 255 260 265 270 275 1990 1992 1996 2000 2003 2005 2007 California Florida M assachusetts North Carolina T ennessee T exas
- 15. 15 Sec. 39.1323. (b)(3) Procedures and Definitions Sec. 39.1323. CAMPUS INTERVENTION TEAM PROCEDURES (b)(3) an assessment of the quality, quantity, and appropriateness of instructional materials, including the availability of technology-based instructional materials The WWC Practice Guide “Turning Around Chronically Low- Performing Schools” cites…the following recommendations regarding alignment of teaching and standards: – Have staff collaboratively conduct a comprehensive review to ensure that the curriculum aligns with state and local standards and meets the needs of all students in the school. Be sure to involve teachers in the review.
- 16. 16 Sec. 39.1323. (b)(6) Procedures and Definitions Sec. 39.1323. (b)(6) an assessment of the type and quality of the professional development provided to the staff The WWC Practice Guide “Turning Around Chronically Low-Performing Schools” cites…the following recommendations regarding professional development for teachers: – Arrange for targeted professional development based on analyses of achievement and instruction, differentiated according to teacher needs and the subject areas targeted for instructional improvement. – Have staff collaboratively conduct a comprehensive curriculum review to ensure that the curriculum aligns with state and local standards and meets the needs of all students in the school. Be sure to involve teachers in the review. – Ensure that all school leaders and instructional staff monitor progress regularly, and systematically make adjustments to strengthen teaching and student learning
- 17. 17 Sec. 39.1323. (b)(10) Procedures and Definitions Sec. 39.1323. (b)(10) an assessment of the appropriateness of the curriculum and teaching strategies; and The WWC Practice Guide “Turning Around Chronically Low- Performing Schools” cites…the following recommendations regarding improving instructional practices: - Have teachers use formative data about individual students to analyze their instruction in light of student progress toward standards. - Establish priority areas for instructional focus and make necessary changes in those areas to strengthen teaching and improve student learning.
- 18. 18 Sec. 39.1324. (b) Procedures and Definitions Sec. 39.1324. MANDATORY SANCTIONS (b) The campus intervention team shall decide which educators may be retained at that campus. A principal who has been employed by the campus in that capacity during the full two-year period described by Subsection (a) may not be retained at that campus. The WWC Practice Guide “Turning Around Chronically Low-Performing Schools” cites… the following recommendations regarding school leadership: – Signal the need for dramatic change with strong leadership A change in leadership practices in the school is essential. Because the current school leader may be enmeshed in past strategies, a new leader can immediately signal change. If there is no change in leadership, the existing leader can signal change by radically altering leadership practices. Make the school leader the instructional leader who is highly visible in classrooms. – Publicly announce changes and anticipated actions. – Establish priority areas for instructional focus and make necessary changes in those areas to strengthen teaching and improve student learning.
- 19. 19 Sec. 39.1324. (b) (cont’d) Procedures and Definitions Sec. 39.1324. MANDATORY SANCTIONS (b) The campus intervention team shall decide which educators may be retained at that campus. A principal who has been employed by the campus in that capacity during the full two-year period described by Subsection (a) may not be retained at that campus. – Arrange for targeted professional development based on analyses of achievement and instruction, differentiated according to teacher needs and the subject areas targeted for instructional improvement. – Ensure that all school leaders and instructional staff monitor progress regularly, and systematically make adjustments to strengthen teaching and student learning. – Start with a goal that is important, can be achieved quickly, and will provide visible improvement. – Develop a strategy for accomplishing the goal that can be implemented quickly – for example, the school already has the authority and resources to implement the strategy. – Consider some common goals for quick wins, such as changing the school’s use of time, improving access to resources and the physical facilities, and improving discipline.